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CSTP Areas

Brain Facts Program Elements

Observations

Cognitive Coaching Language

1.0 Engaging and Supporting All Students in Learning

Ask yourself, “What are the students doing to learn?” OBSERVE THE STUDENTS. The students are: o actively participating o engaged intellectually? emotionally? kinesthetically? o Actively listening o interacting positively o discussing o solving problems o thinking critically o asking relevant questions o practicing what was just taught o using a variety of materials, resources and

technologies; o working independently, in small groups and

collaboratively o making connections to life experiences and prior

knowledge (cultural relevance); o all participating equally, o given wait time/processing time (5 seconds) o receiving feedback and clarification o presented with various modes of learning the

subject matter

Novelty Put your hand over your heart…ready…begin

Engagement – head, heart, body

Teaching = Learning = Retrieval/Application

Who’s Doing the Dance?

Golden Ticket Lesson Opening

• Emotional Hook Lesson Body

• Energizers • Hourglass

(comprehension checks/responses) during whole group

• Prompts and Frames

Common Core-compatible Program

• Energized Word Study Strategies

• Interesting Leveled Readers

• Centers following “Rules”

• Interactive ELD/ALD Strategies

• Hands on Standards

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2.0 Creating and Maintaining Effective Environments for Student Learning

Ask yourself, “Is the overall environment conducive to learning?” OBSERVE THE STUDENT. The student is: o learning in a physically and emotionally safe

environment o participating in thoughtful, efficient routines o learning in an orderly, uncluttered classroom o able to easily engage in independent, pair and small

group work o participating in whole group and small group

learning o easily able to locate and use learning resources on

shelves, in closets and on walls o maintaining standards of behavior o participating in smooth and efficient transitions o engaging in constructive interactions with one

another and the teacher o in an environment that promotes respect, equity,

fairness, free from sarcasm or a punitive tone o involved in decision making o making personal use of clearly posted agendas,

schedules, target standards posters, word walls, vocabulary lists, and reference walls

o referring to posted student work to understand performance expectations

Paddle Game Conditions

-stress -attention -prior knowledge -physical positioning -flexibility -adjustment -pace -enjoyable -orderly, organized Emotion > Motivation> Learning

Room Environment Target Standards Poster Desk arrangement supporting various grouping strategies

• Whole group • Small group • Centers/stations

Learning Walls

• Word Wall • Writing Wall

Professional Environment

• Clutter Free • Orderly • Projecting Image of

Teacher as Role Model

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3.0 Understanding /Organizing Subject Matter for Student Learning Ask yourself, “Which standards are being taught and how are the students receiving them?” OBSERVE THE STUDENT. The student is: o learning target standard(s) o building on prior knowledge and experiences o using a variety of materials and resources o including technologies to meet needs of diverse

learners o integrating information across curricular areas o reaching higher levels of cognitive processing o processing smaller chunks of information (5 + or -

2) o transferring knowledge to various contexts o reviewing previous information

Transfer Focus – camera lens (narrow focus, medium angle, wide angle)

Miller Rule (5 +/- 2)

Curve of Forgetting

Memory Degradation

10/2 Brain Sleep Mode

Golden Ticket Opening

• “Touch” the standard from Unit Poster

Body • Model/Think Aloud • Prompts and Frames • DOK Questions • Bookmark Questions

Common Core-Compatible Program Writing

• Morphed Writing Process in Chunks

• Constructed Response Routine

• Revising/Editing Steps ELA

• Leveled Guided Reading or Literature Circles

• Grade-level Word Study

o NVL o Sight Words o Making Words o Roots o Word Walls

• Appropriate Centers/Stations (following rules)

Math o Following Matrix o HOS Progression

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4.0 Planning Instruction and Designing Learning Experiences for All Ask yourself, “What are the specific objectives of the lesson?” Is the lesson logically sequenced? OBSERVE THE STUDENT. The student is: o participating an I do, We do, You do lesson

sequence o able to explain content standard and learning

objectives that reflect grade level curriculum expectations

o able to access the content through the instructional experiences provided

o following a logically sequenced curriculum o moving from simple to complex forms of

standards o spending most of class time actively

processing lesson concepts o practicing moving from informal language to

formal academic language

Limitation on STM Chunks

Novice-expert research

(physics experiment)

Background Knowledge

Elaboration (Monkeys)

Common Core Alignment Teaching from Matrix Golden Ticket Opening

• “Touch” the standard • Emotional Hook

Body • I Do

o Model/ Think Aloud

o Energizer • We Do

o Hourglass o 10/2 Energizers o Prompts/ Frames

• You Do o Indep. Practice

With Feedback Closing

• Exit Ticket • “Touch” the standard

ELA o Following Matrix

Math Hands On Standards Progression

• HOS Lesson • HOS Workbook • Core Text Lesson • Repeat HOS Review for

struggling students ELD/ALD

o Appropriate strategy for ELD/ALD level from grid

Writing o Following Morphed

Writing Process o Constructed Response

Routine o Systematic

Revision/Editing

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5.0 Assessing Student Learning Ask yourself, “How will the students know how well they learned?” How will students express to the teacher what they understand and misunderstand?” OBSERVE THE STUDENT. The student is: o guided to assess his/her own learning o using a variety of tools to demonstrate their

learning o receiving frequent feedback on their learning o receiving multiple opportunities to learn the

material after demonstrating to teacher their understanding and misunderstanding

o called on randomly o volunteering responses, asking questions o called on intentionally by teacher

Ambiguity

We “see” in our mind

Teaching = Learning =

Retrieval/Application Assume GUILT (then

prove yourself wrong)

Golden Ticket Lesson Body o We Do

o Hourglass o Whole

group o Comprehension

check o Small

group o You Do

o Independent Practice WITH Feedback (walking around the classroom)

o Lesson Closing o Exit Ticket or MVP

Strategic calling on students

o Random o Volunteers o Teacher-choice

ELA Asking appropriate questions during small group instruction

o DOK Questions o Common Core

Bookmark Questions Writing Using Tally system to diagnose bugs